Working with Knowledge in Clinical Supervision: A Qualitative Study

Gottschalk, B; Hopwood, N

Working with Knowledge in Clinical Supervision: A Qualitative Study

Gottschalk, B Hopwood, N

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Publisher:: SPRINGER
Publication Type:: Journal Article
Citation:: Vocations and Learning, 2023, 16, (3), pp. 533-550
Issue Date:: 2023-12-01

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Field	Value	Language
dc.contributor.author	Gottschalk, B
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834
dc.date.accessioned	2024-01-25T04:20:55Z
dc.date.available	2024-01-25T04:20:55Z
dc.date.issued	2023-12-01
dc.identifier.citation	Vocations and Learning, 2023, 16, (3), pp. 533-550
dc.identifier.issn	1874-785X
dc.identifier.issn	1874-7868
dc.identifier.uri	http://hdl.handle.net/10453/174934
dc.description.abstract	Clinical supervision is crucial for the professional learning and development of practitioners in many fields. While many have articulated what should happen in clinical supervision, and evaluative research has been undertaken, little is known about the details of what actually happens in clinical supervision. This study addresses this gap, focusing on how professionals (psychologists) work with knowledge while collaboratively working through complex problems of practice. Six psychologists (three pairs) participated, audio-recording five supervision sessions, and giving two interviews each. Transcripts were analysed to uncover what was discussed and how problems were approached. Four ways of working with knowledge (epistemic practices) were found: recontextualising practice knowledge, recontextualising theoretical knowledge, story-telling, and asking expansive questions. These highlight important features of professional supervision practice that have not previously been approached theoretically as epistemic practices.
dc.language	English
dc.publisher	SPRINGER
dc.relation.ispartof	Vocations and Learning
dc.relation.isbasedon	10.1007/s12186-023-09332-z
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org//10.1007/s12186-023-09332-z
dc.subject	13 Education
dc.subject.classification	39 Education
dc.title	Working with Knowledge in Clinical Supervision: A Qualitative Study
dc.type	Journal Article
utslib.citation.volume	16
utslib.for	13 Education
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access	*
dc.date.updated	2024-01-25T04:20:54Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	16
utslib.citation.issue	3

Abstract:

Clinical supervision is crucial for the professional learning and development of practitioners in many fields. While many have articulated what should happen in clinical supervision, and evaluative research has been undertaken, little is known about the details of what actually happens in clinical supervision. This study addresses this gap, focusing on how professionals (psychologists) work with knowledge while collaboratively working through complex problems of practice. Six psychologists (three pairs) participated, audio-recording five supervision sessions, and giving two interviews each. Transcripts were analysed to uncover what was discussed and how problems were approached. Four ways of working with knowledge (epistemic practices) were found: recontextualising practice knowledge, recontextualising theoretical knowledge, story-telling, and asking expansive questions. These highlight important features of professional supervision practice that have not previously been approached theoretically as epistemic practices.

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http://hdl.handle.net/10453/174934